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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28211046/teacher-structure-as-a-predictor-of-students-perceived-competence-and-autonomous-motivation-the-moderating-role-of-differentiated-instruction
#1
Frédéric Guay, Amélie Roy, Pierre Valois
BACKGROUND: An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation...
February 17, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28197995/explaining-academic-track-boys-underachievement-in-language-grades-not-a-lack-of-aptitude-but-students-motivational-beliefs-and-parents-perceptions
#2
Anke Heyder, Ursula Kessels, Ricarda Steinmayr
BACKGROUND: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs...
February 15, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28168692/risk-factors-in-the-development-of-behaviour-difficulties-among-students-with-special-educational-needs-and-disabilities-a-multilevel-analysis
#3
Jeremy Oldfield, Neil Humphrey, Judith Hebron
BACKGROUND: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. AIM: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. SAMPLE: The study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England...
February 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28155221/math-grades-and-intrinsic-motivation-in-elementary-school-a-longitudinal-investigation-of-their-association
#4
Anne F Weidinger, Ricarda Steinmayr, Birgit Spinath
BACKGROUND: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. AIMS: Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school...
February 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28097646/visuospatial-training-improves-elementary-students-mathematics-performance
#5
Tom Lowrie, Tracy Logan, Ajay Ramful
BACKGROUND: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. AIMS: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. SAMPLE: The study involved grade six students (ages 10-12) in eight classes...
January 18, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28054712/early-high-school-engagement-in-students-with-attention-deficit-hyperactivity-disorder
#6
Nardia Zendarski, Emma Sciberras, Fiona Mensah, Harriet Hiscock
BACKGROUND: Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. AIMS: To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. SAMPLE: Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130)...
January 5, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27900770/what-are-standardized-literacy-and-numeracy-tests-testing-evidence-of-the-domain-general-contributions-to-students-standardized-educational-test-performance
#7
Steven J Howard, Stuart Woodcock, John Ehrich, Sahar Bokosmaty
BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students' standardized test performance and the pathway(s) through which they exert this influence...
November 30, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27739062/metacognitive-control-shifting-from-habitual-to-agenda-processes-on-item-selection-during-study-in-elementary-school-children
#8
Weijian Li, Haojie Ji, Fengying Li, Ping Li, Yuchi Zhang, Xinyu Li
BACKGROUND: Like adults, children need to allocate study time and endeavour optimally in order to enhance learning effectiveness. AIMS: The aim of this study was to investigate the development of shifting from habitual to agenda-based processes on study decisions. SAMPLE: The participants were 309 children in the second, fourth, and sixth grades. METHODS: We adopted the research paradigm proposed by Ariel and Dunlosky (2013, Mem...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27650881/victimization-and-its-associations-with-peer-rejection-and-fear-of-victimization-moderating-effects-of-individual-level-and-classroom-level-characteristics
#9
Lenka Kollerová, Filip Smolík
BACKGROUND: Past research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of victimization are moderated by multiple characteristics, including aspects of peer ecology. AIMS: The study tested whether the links between victimization and peer rejection/fear of victimization are moderated by gender, peer support, and two features of classroom peer ecology: classroom victimization rate and classroom hierarchy (the variability of popularity among students)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27629067/the-effects-of-letter-spacing-and-coloured-overlays-on-reading-speed-and-accuracy-in-adult-dyslexia
#10
Amanda M Sjoblom, Elizabeth Eaton, Steven D Stagg
BACKGROUND: Zorzi et al. (2012, Proc. Natl. Acad. Sci. U.S.A., 109, 11455) found evidence that extra-large letter spacing aids children with dyslexia, but the evidence for the coloured overlays is contradictory (e.g., Henderson et al., 2013, J. Res. Special Educ. Needs, 13, 57; Wilkins, 2002, Ophthalmic Physiol. Opt., 22, 448), and possible combined advantages have not been identified. AIMS: To investigate whether extra-large letter spacing or coloured overlays can alleviate reading problems in dyslexic adults...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27612004/student-conceptions-of-feedback-impact-on-self-regulation-self-efficacy-and-academic-achievement
#11
Gavin T L Brown, Elizabeth R Peterson, Esther S Yao
BACKGROUND: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. AIMS: This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27520073/translating-child-development-research-into-practice-can-teachers-foster-children-s-theory-of-mind-in-primary-school
#12
Federica Bianco, Serena Lecce
BACKGROUND: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. AIMS: This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27514725/the-mediating-role-of-metacognition-in-the-relationship-between-executive-function-and-self-regulated-learning
#13
D Jake Follmer, Rayne A Sperling
BACKGROUND: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. AIMS: The primary goals of the current study were to examine and test the relations among executive function, metacognition, and self-regulated learning as well as to examine how self-regulated learning is informed by executive function...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27502760/improving-conceptual-and-procedural-knowledge-the-impact-of-instructional-content-within-a-mathematics-lesson
#14
Bethany Rittle-Johnson, Emily R Fyfe, Abbey M Loehr
BACKGROUND: Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. AIMS: This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27473924/a-randomized-controlled-trial-of-an-early-intervention-computer-based-literacy-program-to-boost-phonological-skills-in-4-to-6-year-old-children
#15
Paul O'Callaghan, Aimee McIvor, Claire McVeigh, Teresa Rushe
BACKGROUND: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). AIMS: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. SAMPLE: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27428898/the-connection-between-teaching-and-learning-linking-teaching-quality-and-metacognitive-strategy-use-in-primary-school
#16
Svenja Rieser, Alexander Naumann, Jasmin Decristan, Benjamin Fauth, Eckhard Klieme, Gerhard Büttner
BACKGROUND: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. AIMS: This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27273652/the-long-term-differential-achievement-effects-of-school-socioeconomic-composition-in-primary-education-a-propensity-score-matching-approach
#17
Barbara Belfi, Carla Haelermans, Bieke De Fraine
BACKGROUND: The effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways. AIMS: In an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large sample, followed students throughout primary education, addressed selection bias problems, identified the grade(s) in which school socio-economic composition mattered the most, and studied the differential effects of school socio-economic composition by individual socio-economic status (SES)...
December 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27859000/dynamic-testing-and-test-anxiety-amongst-gifted-and-average-ability-children
#18
Bart Vogelaar, Merel Bakker, Julian G Elliott, Wilma C M Resing
BACKGROUND: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children...
November 17, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27858984/teachers-goal-orientations-effects-on-classroom-goal-structures-and-emotions
#19
Hui Wang, Nathan C Hall, Thomas Goetz, Anne C Frenzel
BACKGROUND: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. AIM: The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers...
November 17, 2016: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/27858999/motivation-strategy-and-english-as-a-foreign-language-vocabulary-learning-a-structural-equation%C3%A2-modelling-study
#20
Yining Zhang, Chin-Hsi Lin, Dongbo Zhang, Yunjeong Choi
BACKGROUND: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. AIMS: This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China...
November 14, 2016: British Journal of Educational Psychology
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